PLAN (Predict, Locate, Add, Note)
"The PLAN strategy guides students in using concept mapping to identify information that is known and information that is new from the text." (Miller and Veatch, 2011) This strategy has been shown to be very beneficial in science instruction but could be modified to meet the needs of other subject areas as well. Below are two examples of how you could implement the PLAN strategy in your classroom.
Example 1:
Example 1:
- Select the text that students are going to read.
- "Predict" - Students use text clues to predict content and structure of the text.
- "Locate" - On the concept map, students place a check next to headings that they now have some knowledge of. They place a question mark next to headings they have little knowledge of.
- "Add" - While reading the text, students add words and phrases to the concept map, to explain the unknown and confirm the known.
- "Note" - After reading, students revise the map, engage in discussion, or perform another task that is relevant to the content.
Example 2:
- In my PE class I would use the PLAN strategy when reading about the history of an athlete.
- Students would be given a concept map and we would think aloud to to "Predict" content and structure of the text.
- Together we would write down the main concepts, which might include: accomplishments, personal life, teams played on, quotes and of course the athletes name.
- Next they will they will "Locate" and place checkmarks to items they have knowledge of and question marks where they have little knowledge.
- "Add" is the next step. While reading the text students will add information to each section of the concept map.
- "Note" is the last step where students revise their maps, as a class we have a discussion about the athlete and if there is another relevant task related to the topic students use map to help complete it.
Video Resources
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The video to the left describes how to use a concept map. The teacher does a good job of activating prior knowledge by checking about vocabulary and then talking about directions in a car. She then ties that information into what a concept map is. She explains how you might set up your concept map but she makes sure students know there isn't one correct way to do it. Students are actively engaged by working in small groups while receiving lots of feedback and support from the teacher.
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The video to the right shows an interesting way that you can use SMART software to incorporate technology into your lesson. It explains the different concept maps that students can use/make. It has a section about benefits for educators and for students, which is helpful. By using this type of concept mapping students are going to be engaged because they are using technology to complete the task, which is often times rewarding for them.
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Writing and PLAN (Predict, Locate, Add, Note)
PLAN uses writing to complete your graphic organizer or concept map. Students must identify and write important concepts or vocabulary words, describe the concept and then make connections to other items on the map. In order to do this writing students must identify and organize important ideas and then be able to explain them using relevant information they know or learned from the text.
PLAN uses writing to complete your graphic organizer or concept map. Students must identify and write important concepts or vocabulary words, describe the concept and then make connections to other items on the map. In order to do this writing students must identify and organize important ideas and then be able to explain them using relevant information they know or learned from the text.
References
Amanda's 100 Teacher Features | SMART Ideas Concept Mapping. (2013). Retrieved July 21, 2015, from https://www.youtube.com/watch?v=4dw5Sc3ljjY
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Straub Middle School Concept Mapping. (2011). Retrieved July 21, 2015, from https://www.youtube.com/watch?v=a8ivGut-qAA
Amanda's 100 Teacher Features | SMART Ideas Concept Mapping. (2013). Retrieved July 21, 2015, from https://www.youtube.com/watch?v=4dw5Sc3ljjY
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Straub Middle School Concept Mapping. (2011). Retrieved July 21, 2015, from https://www.youtube.com/watch?v=a8ivGut-qAA